Objectives. To review data collected during an evaluation of the Flinders University Parallel Rural Community Curriculum (PRCC) in order to reflect on its relevance for medical education in Africa.Setting. The PRCC offers a community-based longitudinal curriculum as an alternative for students in their pre-final year of medical training. Design. Individual and focus group interviews were conducted with students; staff; health service managers; preceptors and community members. Results. Students are exposed to comprehensive; holistic; relationship-based care of patients; with a graded increase in responsibility. Students have varying experience at different sites; yet achieve the same outcomes. There is a strong partnership with the health service.Conclusions. The principle of balancing sound education and exposure to a variety of contexts; including longitudinal community-based attachments; deserves consideration by medical educators in Africa.

Objectives. To review data collected during an evaluation of the Flinders University Parallel Rural Community Curriculum (PRCC) in order to reflect on its relevance for medical education in Africa.Setting. The PRCC offers a community-based longitudinal curriculum as an alternative for students in their pre-final year of medical training. Design. Individual and focus group interviews were conducted with students; staff; health service managers; preceptors and community members. Results. Students are exposed to comprehensive; holistic; relationship-based care of patients; with a graded increase in responsibility. Students have varying experience at different sites; yet achieve the same outcomes. There is a strong partnership with the health service.Conclusions. The principle of balancing sound education and exposure to a variety of contexts; including longitudinal community-based attachments; deserves consideration by medical educators in Africa.

Objective: Research productivity is an important activity among academics. This study was done to document the research productivity of the academics of a physiotherapy department in South Africa. Method: An archival research design was used to document the research productivity for the physiotherapy department between 2002 and 2009. Data were analysed by two independent reviewers and consensus was reached on the information to be included in the study. Results: Among the nine academics there were 67 publications; 20 articles in progress; 7 under review and 63 conferences attended. While the overall research productivity of the department seems to be good; the bulk of the productivity rests in the hands of the senior academics. Conclusion: There is a need to facilitate the acquisition of research skills in academic staff; particularly in upgrading staff to PhD level and improving publication output.

Objective: Research productivity is an important activity among academics. This study was done to document the research productivity of the academics of a physiotherapy department in South Africa. Method: An archival research design was used to document the research productivity for the physiotherapy department between 2002 and 2009. Data were analysed by two independent reviewers and consensus was reached on the information to be included in the study. Results: Among the nine academics there were 67 publications; 20 articles in progress; 7 under review and 63 conferences attended. While the overall research productivity of the department seems to be good; the bulk of the productivity rests in the hands of the senior academics. Conclusion: There is a need to facilitate the acquisition of research skills in academic staff; particularly in upgrading staff to PhD level and improving publication output.

Chronic wounds afflict millions worldwide; incurring significant health care costs and chronic suffering. Clinicians are often unsure about treatment; resulting in poor outcomes. Objective. To determine the scope of knowledge possessed by fifth-year medical students; general practitioners (GPs) and surgical registrars; concerning chronic wound management. Design. Cross-sectional study.Methods. Deans of eight South African medical schools received letters requesting information regarding time devoted to wound-care training. Knowledge-based questionnaires were distributed to final-year students at two universities; surgical registrars at four universities and GPs attending refresher courses. Results. Four medical schools replied; of whom only two offered formal teaching. 162 medical students; 45 GPs and 47 surgical registrars completed questionnaires. The overall median (25th - 75th percentiles) knowledge scores for registrars; GPs and students were 65(55 - 70); 55(45 - 65) and 45(35 - 50) respectively. Whereas the scores of registrars and GPs did not differ; the student scores were significantly less. Only 32of registrars and 18of GPs attained scores of 70or more. 96considered training to be inadequate. Interest in wound care was only mild to moderate; with more GPs than registrars requesting literature. Conclusions. Very little; if any; training on chronic wounds is offered in South Africa. The levels of knowledge cannot be considered adequate for successful treatment; nor for teaching to undergraduates. This preliminary study cannot reflect the attitudes and knowledge throughout the country. However; it is clear that there is a need for improved education about these conditions that have huge clinical and economic consequences.

Chronic wounds afflict millions worldwide; incurring significant health care costs and chronic suffering. Clinicians are often unsure about treatment; resulting in poor outcomes. Objective. To determine the scope of knowledge possessed by fifth-year medical students; general practitioners (GPs) and surgical registrars; concerning chronic wound management. Design. Cross-sectional study.Methods. Deans of eight South African medical schools received letters requesting information regarding time devoted to wound-care training. Knowledge-based questionnaires were distributed to final-year students at two universities; surgical registrars at four universities and GPs attending refresher courses. Results. Four medical schools replied; of whom only two offered formal teaching. 162 medical students; 45 GPs and 47 surgical registrars completed questionnaires. The overall median (25th - 75th percentiles) knowledge scores for registrars; GPs and students were 65(55 - 70); 55(45 - 65) and 45(35 - 50) respectively. Whereas the scores of registrars and GPs did not differ; the student scores were significantly less. Only 32of registrars and 18of GPs attained scores of 70or more. 96considered training to be inadequate. Interest in wound care was only mild to moderate; with more GPs than registrars requesting literature. Conclusions. Very little; if any; training on chronic wounds is offered in South Africa. The levels of knowledge cannot be considered adequate for successful treatment; nor for teaching to undergraduates. This preliminary study cannot reflect the attitudes and knowledge throughout the country. However; it is clear that there is a need for improved education about these conditions that have huge clinical and economic consequences.

The importance of behavioural and social determinants in health was recognised long ago; yet we still grapple with the challenges of developing appropriate teaching pedagogies to bring these principles into routine clinical practice. A teaching pedagogy blending the biopsychosocialapproach and the principles of primary health care (PHC); as expressed in the Alma-Ata Declaration of 1978; is lacking in the literature. This report hopes to address this need.In 1994 the University of Cape Town (UCT); South Africa; adopted a PHC-based approach to health sciences education to equip its graduates with the necessary knowledge; skills and attributes required to meet the challenges of providing health care in a country with vast socio-political inequalities. This paper describes an educational pedagogy which weaves these principles into clinical practice in an undergraduate medical clerkship. The methodology uses real patient encounters linked to an interactive seminar and a portfolio of case studies. Students described the teaching pedagogy as interesting and informative. They recognised the importance of holistic; patient-centeredcare based on a biopsychosocial approach and the importance of the PHC principles. Barriers to implementing this approach were also highlighted. The pedagogy; in use for four years; is being adopted by another department; indicating the sustainability and success of the course.

The importance of behavioural and social determinants in health was recognised long ago; yet we still grapple with the challenges of developing appropriate teaching pedagogies to bring these principles into routine clinical practice. A teaching pedagogy blending the biopsychosocialapproach and the principles of primary health care (PHC); as expressed in the Alma-Ata Declaration of 1978; is lacking in the literature. This report hopes to address this need.In 1994 the University of Cape Town (UCT); South Africa; adopted a PHC-based approach to health sciences education to equip its graduates with the necessary knowledge; skills and attributes required to meet the challenges of providing health care in a country with vast socio-political inequalities. This paper describes an educational pedagogy which weaves these principles into clinical practice in an undergraduate medical clerkship. The methodology uses real patient encounters linked to an interactive seminar and a portfolio of case studies. Students described the teaching pedagogy as interesting and informative. They recognised the importance of holistic; patient-centeredcare based on a biopsychosocial approach and the importance of the PHC principles. Barriers to implementing this approach were also highlighted. The pedagogy; in use for four years; is being adopted by another department; indicating the sustainability and success of the course.